نشریه پیشرفتهای نوین در مدیریت آموزشی
سال پنجم شماره 3 (پیاپی 17، پاییز 1403)

psychological empowerment. The statistical population of this research was formed by all the elementary school teachers of Miami city in the academic year of 1402-1403, whose number was estimated to be around 300. To select the research sample from the sampling method using the number of 165 distributed questionnaires, after discarding invalid and incomplete questionnaires, 148 questionnaires were analyzed and analyzed. To collect data, three Rafferty and Griffin (2004) Transformational Leadership Questionnaires, Coalho Creativity Questionnaire (2011), and Spritzer and Mishra (1997) Empowerment Questionnaire were used. To check the hypotheses of the research, the method of structural equation modeling using a partial square has been used. SPSS23 and Smart-PLS 3.2.8 software were used for data analysis in the present study. The findings of the research showed that transformational leadership has a positive and significant effect on the creativity and psychological empowerment of elementary school teachers in Miami. Also, psychological empowerment has a positive and significant effect on teachers' creativity, and the mediating role of psychological empowerment in the relationship between transformational leadership and creativity was confirmed. Key words: empowerment, creativity, transformational leadership style, primary school teachers

The main purpose of this survey is to determine the training needs of the employees of the Fars Agricultural Jihad Organization from the perspective of the employees themselves. This study was conducted using the Delphi technique by the staff training department of Fars Agricultural and Natural Resources Research and Training Center in 2023. The target population is all the employees of Fars Agricultural Jihad Organization in the number of 2050 people, who were all involved in the Delphi needs assessment based on total population sampling, and finally 781 people completed the electronic questionnaire. In the first stage, the questionnaire was given to the agricultural experts to express their opinions about the topics of the proposed courses. In the second stage, the supplementary priorities as the specialized needs of the experts and promoters of the region were again decided by the individuals and the importance of the issues raised from their point of view was assessed. Finally, the most important issues were prioritized by the managers and specialized experts of the provincial center. The total number of educational needs that were extracted from the first stage of Delphi was 363. In the second and third stages, the importance of these items was determined by the target groups and finally 329 priorities were identified for implementation. The results obtained from the implementation of this program, in addition to decentralization in staff training needs assessment and reducing training costs, can empowering the employees through in-service training, and can be considered an important step for effective educational planning

The present article was carried out to present the appropriate organizational model of elementary education in Iran from the point of view of managers and stakeholders of selected schools in Ardabil. This study is a cross-sectional survey research in terms of its practical purpose, in terms of the method and time frame of data collection, and terms of research design, it is a mixed research. The community of participants in the qualitative section includes university professors and principals of selected schools in Ardabil, 20 people were chosen by theoretical sampling and the sampling process continued until theoretical saturation was reached. The quantitative section used the views of 384 managers and beneficiaries of selected schools. The data collection tools were semi-structured interviews and researcher-made questionnaires. The validity of the interview was confirmed based on the four criteria of credibility, transferability, confirmability, and reliability, and the reliability of the qualitative part was estimated as 0.721 by calculating the Holstein coefficient. The validity of the quantitative part was checked using face validity (judges' point of view), convergent validity (above 0.5), and divergent validity. The reliability of the questionnaire was also evaluated favorably by estimating Cronbach's alpha, Ro coefficient, and combined reliability (over 0.7). The grand theory method was used to provide a suitable organizational model for elementary education in Iran. Then, the paradigm model of the research was validated by the partial least squares method. The findings showed that lesson content, factors related to the teacher, and teaching style affect the primary education method. The educational infrastructure provides the necessary background and the traditional education system also plays the role of an interventionist. Finally, educational policies lead to educational, individual, and social consequences

The current research has a basic-applicative goal, a qualitative approach, and a research synthesis and meta-composite strategy, which was done by conducting an inductive content analysis. The field of research for this study includes articles published in the last 20 years, i.e. 2001 to 2021. The purposeful sampling method was continued until the theoretical saturation of the criterion-oriented data (34 articles). The data collection tool in this research was the tables made by the researcher and the results and findings of the published articles related to the topic. Two expert professors were used to validate the data extracted from the articles. Also, the reliability determination formula (Galvin, 2015) was used to confirm the reliability. Data analysis was done by categorizing categories based on open categories, core categories and core categories. In general, the results of the research showed that the dimensions and components of the teacher's art in seven dimensions include 1. Teacher's initiative, 2. Involvement in learning (cognitive involvement, motivational involvement, and behavioral involvement, 3. Simplifying the understanding of concepts, 4. Revision of the teaching model- Learning, 5. Implementing the content with storytelling, 6. Explaining the implications of the content and 7. Professional leadership was learning.

During the past few decades, various instructional theories and models based on the theories of behaviorism, cognitivism, and constructivism have been developed to facilitate learning. Nevertheless, conducting studies to review, summarize, and synthesis the strategic components of these theories and models is an inevitable necessity. The purpose of this research was to systematically study the instructional theories and models, in order to present a meta- synthesis of strategic components of learning facilitation. The research method is a qualitative approach, and a research synthesis technique has been used. The study population was all the instructional theories and models that have been developed during the last 7 decades. These theories and models were categorized and analyzing through content analysis, and a sample of about 21 theories and models were purposefully selected, coded, and classified, and then their strategic components were deduced. Based on the findings, the strategic components of learning facilitation were synthesized into six strategic components. These strategic components include a. Contextual components with 7 sub-components, b. Basic components with 13 sub-components, c. Cognitive productive components with 15 sub-components, e. Cognitive - constructivism productive component with 3 sub-components, d. Constructivism productive components with 5 sub-components, z. Media-message components with 10 sub-components. The strategic components of facilitating learning, can be used as a guide for teachers and designer to facilitate students' learning.

In terms of purpose, the present research was applied, and in terms of the method of data collection, it was a survey and a descriptive research method. The statistical population in the current study was all the managers of the first secondary school in Qazvin city district in the academic year 1402-1403. According to the official statistics of education, the statistical population of administrators was 30 people, and due to the limited number, the whole number method was used. The research tools were the standard self-concept questionnaires of Lambard and Mann (2006) and the standard creativity questionnaire of Lee et al. (2014). Cronbach's alpha coefficient was calculated as 0.89 for the self-concept questionnaire and 0.849 for the creativity questionnaire. The results of the research showed that there is a significant relationship between the self-concept and the creativity of the principals of the first year secondary schools in Qazvin district. Also, changes in the variable of self-concept have a direct relationship with creativity, creativity increases by 1.484 for one unit increase in self-concept. As a result, positive self-concept increases manager’s creativity